This report investigates the implementation of Positive Behavior Interventions and Supports (PBIS) during the COVID-19 pandemic and its effects on school discipline. It highlights the challenges faced by educators, including increased student problem behaviors due to disruptions in traditional schooling. The study evaluates how different tiers of…

The negative outcomes of exclusionary discipline practices on children and youth are well established. Fortunately, for the past two decades, research has demonstrated that pro-active instructional approaches and building supportive class and school environments can effectively promote student social, emotional, and behavioral well-being,…

This study examines whether Positive Behavior Interventions can support student performance in schools in three Southern districts. Schools today seek opportunities for interventions to support student behaviors and increase engagement. Three school districts in the southeast of the United States have been trained to implement a schoolwide…

The overuse of exclusionary discipline practices, such as out-of-school suspensions (OSS), have consistently been documented over several decades. The resulting racial discipline disparities and the negative outcomes related to OSS have led policy makers and educators to consider other approaches to school discipline. One such approach, which has…

The overuse of exclusionary discipline practices, such as out-of-school suspensions (OSS), has consistently been documented over several decades. The resulting racial discipline disparities and the negative outcomes related to OSS have led policy makers and educators to consider other approaches to school discipline. One such approach, which has…

Rural schools experience unique challenges, including teacher quality and teacher retention, limited resources, and availability of funding. Furthermore, access to professional development and, subsequently, implementation of evidence-based practices may also be limited in rural settings. One evidence-based framework for implementing…

Due to the impacts of overrepresentation of historically marginalized middle school student suspensions on the prison pipeline, there is urgency in addressing disproportionality in suspensions in school districts nationwide. Although Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and Supports (PBIS) models have shown an…

Zero-tolerance in school disciplinary procedures impacts or contributes to the nationwide school-to-prison pipeline (STPP). According to the American Bar, school prison incarceration rates in the United States (U.S.) have been correlated to the excessive practices of school disciplinary policies. The U.S. incarcerates more citizens than any other…

This study tests the impact of adding Restorative Practices within secondary schools implementing the Diplomas Now turnaround model in 8 large U.S. urban districts on: (a) the severity of disciplinary problems in these schools, (b) the probability that students would be suspended three days or more during the school year, and (c) the chronic…

The use of exclusionary discipline practices in schools has continued to increase since the advent of Zero Tolerance discipline policies in the 1990s. Research indicates that these practices are largely ineffective in addressing behavior, and result in detrimental outcomes for students and communities. This study focused on the use of Disciplinary…

School-wide positive behavior interventions and supports (SWPBIS) is a tiered framework that supports the academic, social, and behavioral needs of students. In this study, we conducted a conceptual replication of Grasley-Boy et al. (2022a) and used a series of two-level linear multilevel analyses to examine the impact of SWPBIS fidelity on 10…

This study examined the impact of a classroom-level component of The Inclusive Skill-building Learning Approach (ISLA), an instructional and restorative alternative to exclusionary discipline, on student behaviors and school discipline practices in middle schools. Intervention implementation, classroom observations, and all other data collection…

The primary goal of the present mixed methods review is to systematically examine the available evidence for the effectiveness of different types of school-based interventions for reducing disciplinary school exclusion. Quantitative evidence will help to understand the overall size of the impact, as well as the factors that better explain it.…

Student data associated with the academic suspension and readmission process at the University of Northern Iowa revealed a number of equity and student persistence issues, highlighting the need to make systemic improvements including the introduction of new data-informed interventions. This article focuses on access and equity issues identified in…

This study examines the impact of an alternative to suspension program on second semester office discipline referrals for participating students. The study compares students who completed the intervention program with those who would have qualified during the school year prior to the program being available at the school district. The study was…